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Athletico is committed to keeping employees and patients safe during COVID-19 and has taken several measures, including additional screening procedures, enhanced cleaning practices and appropriate distancing of patients during treatment sessions. In addition to in-clinic treatment at the Arlington West clinic, Athletico is also offering telehealth virtual treatment options where patients can connect with a physical therapist through a secure online video chat.

"As a physical therapist, I have the opportunity to work with and help so many different people move better and feel better," said Stephanie Boyce, PT, DPT and Clinic Manager of Athletico Arlington West. "I'm incredibly excited to be working in Arlington and cannot wait to make an impact on the local community."

Services available at Athletico Arlington West include:

Additionally, Athletico Arlington West:

Athletico Arlington West4407 Little Road, Suite 690Arlington, TX 76016Phone: 682-282-4682www.athletico.com/ArlingtonWest[emailprotected]

About Athletico Physical TherapyAthletico Physical Therapy provides the highest quality orthopedic rehabilitation services to communities, employers and athletes in over 560 locations throughout 13 states with more than 5,000 employees. Athletico is committed to our patients and referring physicians through our patient-centric focus, positive work environment, attention to quality and high standard of care. Athletico measures patient outcomes and satisfaction and is dedicated to continuous improvement. Athletico was named #1 Workplace in Chicago, "Best Physical Therapy Practice in the Nation" by ADVANCE magazine, Top Workplace in the Nation and has been recognized as a leader in employee volunteering and charitable giving. Our services include physical and occupational/hand therapy, workers' compensation, women's health therapy, concussion management and athletic training. For more information, or to schedule a free assessment in clinic or now online with our virtual free assessments, visit http://www.athletico.com and follow us on Twitter at @athletico.

Media Contact: Dana Andreoli[emailprotected]630-259-5156

SOURCE Athletico Physical Therapy

http://www.athletico.com

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Athletico Physical Therapy Opens in Arlington West - PRNewswire

Cari Humphry

FAYETTEVILLE, Ark. University of Arkansas graduate studentsinterested in entrepreneurshipare invited to attend an information session at noon Wednesday, Dec. 15, to learn more about theGraduate Certificate in Entrepreneurshipand theGraduate Entrepreneurial Fellowsprogramoffered through the Office of Entrepreneurship and Innovation.

Available to both degree-seeking and non-degree-seeking graduate students from any discipline, the 12-credit-hour Graduate Certificate in Entrepreneurship provides a hands-on, team-based environment that allowsstudents to develop the skills to evaluate andpursuenew business ideas.Theintensive, incubator-likeNew Venture Development course sequence at the heart of the certificatehelpsstudents develop the knowledge and skills tobring new innovations to society whetherbycreating their own company, working for a startup, taking a greater role in an established company, or founding a non-profit.

Prospective students must have completed an accredited undergraduate degree and meet all other Graduate School of Business admissions requirementsto be eligible for the Graduate Certificate in Entrepreneurship.

Launched in 2021 with generous support from the Walton Family Charitable Support Foundation, the Graduate Entrepreneurial Fellowsprogram is intended to support promising graduate students from all disciplines in the pursuit of intensive entrepreneurial training, including mentoring, seed funding and business plan coaching. The program provides a graduate assistantship, if needed, and a $10,000 stipend for master's students or a $12,000 stipend for doctoral students.Three exceptional Ph.D. students each year arealsoawarded the Kaneaster and Ruth Lindley Hodges Entrepreneurial Fellowship Award, which brings their stipend to $22,000 per year.

Fellowsare expected todevote at least 20 hours per week to their entrepreneurialcoursework andpursuits.Applications for the Fellows program are open until Dec. 31 viathe OEI website.

The information session, led by OEI Executive Director Sarah Goforth, will include information about both programs. Interested students shouldregister herefor the virtual session, which will be recorded and sent via email to registered guests who are not able to join the session live.

Luis Rodriguez, a master's engineering student who was awarded aGraduate EntrepreneurialFellowship in the fall of 2021, said the program has been exciting and it motivated him to learn more about the startup process.

"Trying to develop an entire model and plan for a business in just ayearhas been challenging but I'm grateful for having a solid team and excited about getting closer to a real venture," Rodriguez said.

"Customer discovery and presentations have been fun. It's been a great exercise for somebody like me who gets too deep in the weeds about technical things."

In October, teamsincludingtwo fellowssecured$2,000ata seed funding pitchcompetitionhosted byOEI.

Kaneaster and Ruth Lindley Hodges Entrepreneurial FellowJuliaLoshelder, a Ph.D. candidate incivilengineering,ison aNew Venture Developmentteam conducting market research around a technology that will help poultrybetter absorb nutrients during feeding.The team says this process willimprove efficiency forpoultry producers and reduce the environmental impact as less nutrients are expelled in the form of phosphorus.

Braden Bateman, a master's candidate inagriculturaleconomics,is also on a New VentureDevelopment team; his is working ona clinical test fora novel feline herpesvirus affecting more than 32 percent of cats worldwide.His team,GammaVet,plans to use its funding to develop a prototype for a commercial diagnostic device.

About the U ofAOffice of Entrepreneurship and Innovation:The Office of Entrepreneurship and Innovation creates and curates innovation and entrepreneurship experiences for students across all disciplines. Through the Brewer Family Entrepreneurship Hub, McMillon Innovation Studio,Startup Village, and Greenhouse at the Bentonville Collaborative, OEI provides free workshops and programs including social and corporate innovation design teams, venture internships, competitions and startup coaching. A unit of the Sam M. Walton College of Business and Division of Economic Development, OEI also offers on-demand support for students who will be innovators within existing organizations and entrepreneurs who start something new.

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Information Session Set for Graduate Programs at U of A Office of Entrepreneurship and Innovation - University of Arkansas Newswire

SOUTH BEND Adell Badgett has always been a tinkerer.

Even as a child, he was one of those people who had to know how something worked, even if that meant opening that thing up to get a look at the gears or the wires. Even if that meant making the adults in his life mad.

Somebody was always yelling at me for taking stuff apart," he said. "But that has always been a passion of mine."

Badgett is now the owner of the virtual reality gaming arcade businessDellstarVR, which opened recently in the 200 block of West Colfax Street in downtown South Bend.

More: Bethel University gamers on 'pioneering edge,' bring esports to collegiate competition

Badgetts willingness to search for possibilities that exist beneath the surface extends to his business, which he runs with the help of his niece, Belinda Page.

Like most children of the 1990s, Badgett grew up playing video games.

But the interest for me was not about playing games, he said. It was getting behind the games and to the technology.

Badgett, 41, bought his son a VR headset for Christmas in 2019, and that offered a chance to learn more about thetechnology anditspotential.

"You know how the internet is, they send you all this related stuff because they have your information," Badgett said.

Soon, he was receiving updates about games, but more importantly about advances in VR technology.

"I was seeing all this information popping up on my feed, so I am seeing how it is progressing and how it is becoming more affordable," he recalled.

Badgett was also reading about the growing VR arcade industry, mostly in big cities, although there are some arcades in Michiana. He and his son visited an arcade in Chicago and he was convinced he could start his own business.

Badgett worked a variety of jobs over the years, including in construction. He was working as a delivery man in early 2020 but was laid off when the COVID-19 pandemic hit. Soon after, he decided to open the VR arcade.

I had built a computer and I already had a headset, sothe only problem was how to get the computer to send information to that headset wirelessly, he said.

Once Badgett figured that out, he used money that he saved and pulled funds from his investment account to start the arcade.

Page said the business is growing at a slow but steady pace.

We want to keep it steady, but the people who have come have had a really good time, she said. We are trying to focus on hosting birthday parties, where people rent the space for two hours and we order pizza ... and they get a whole cooler of drinks. We are trying to offer an experience.

Beyond gaming, Badgett now wants to take another step. After opening the arcade, he soon realized that VR could be a way to connect people in communities with a dearth of mental health services to providers of those services.

More: Pandemic doesn't stop esports complex from moving forward in South Bend

That realization came from Badgetts personal struggles with anxiety and depression, which he has dealt with since childhood.Badgett said he has also struggled to find Blacktherapists who could provide culturally sensitive treatment but was eventually able to locate one in South Bend.

His sessions started in early 2020 andmoved to Zoombecause of the pandemic.

Badgett started using virtual realityexerciseprograms as a way to deal with stress. His therapist decided to buy a VRheadset, andthe two started conducting counseling sessions via virtual reality.

They created avatars for themselves and held sessions in arelaxing virtual space.

The environment that we went into was like a loft space with afireplace and sectional couch, he said. The lighting was dimmed down and it was a Zen type of environment.

Studies on the potential of virtual reality to treat anxiety and other disorders date to the 1990s, according to a recent article in the New York Times, with VR therapy slowly growing across the country as technology improves and headsets become cheaper.

Badgett's ultimate aspiration forDellstarVR is for the business to connect people fromunder-servedcommunities with therapists, and to useVR as an alternative way to provide counseling services.

It's only an idea for now, but one that Badgett says he's willing to take the necessary steps to make happen. He is convinced VR therapy can help a range of children and adults.

It can be hard to get kids to open up," he said. "But if you put them in a different kind of environment, like out in space or sitting on a trainor doing something that they like to do, now you have a chance to get them to open up."

Email South Bend Tribune reporter Howard Dukes at hdukes@gannett.com

Follow him on Twitter:@DukesHoward

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Virtual reality therapy? New arcade in South Bend hopes to offer more than games - South Bend Tribune

December 8, 2021 10:11 AM

SANTA MONICA, Calif. At its meeting last night, the Santa Monica City Council approved through a consent item the expansion of donation categories for the We Are Santa Monica Fund, a donor-advised fund managed by the California Community Foundation. The Fund was established in March 2020 in response to the COVID-19 pandemic to support vulnerable residents and businesses, and to enhance equity through the Black Agenda for Santa Monica. Since September 2021, the fund has raised $1,176,521.

In June 2021, the We Are Santa Monica Advisory Board was created to build on the success of the Fund. In keeping with the initial goals of the advisory body, an expanded set of donation categories was recommended to City Council to both meet the emerging needs of the pandemic and community-wide recovery as well as to create a strong framework for the long-term vitality of the Fund.

One of the bright spots of the pandemic was the open-hearted way donors came forward to support their fellow community members by donating to the We Are Santa Monica Fund, said Mayor Sue Himmelrich. The Fund has the potential to continue to do a tremendous amount of good in our recovery and in the longer-term future to offer a helpful boost to those who need it.

The expanded categories now are:

Vibrant Local Economy

Anyone who is looking to make charitable contributions before the year ends is encouraged to give to theWeAreSanta MonicaFund. Show your local love by bolstering community members in need this season! said the Citys Chief Communications Officer Debbie Lee.

###

Constance Farrell Public Information Officer Constance.Farrell@SMGOV.NET

Get Involved, Your City Hall

City Manager's Office

We are Santa Monica

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We Are Santa Monica Fund to Accept Donations for Broader Uses to Support Local Recovery, Equity and Vulnerable Residents - santamonica.gov

The Federal Emergency Management Agency continues to monitor the guidance of the Centers for Disease Control and Prevention (CDC) as it relates to COVID-19. To mitigate the spread of COVID-19, the CDC is encouraging organizations to promote social distancing, hold meetings via videoconferencing, reduce non-essential travel, and adjust or postpone events and gatherings. We also continue to evaluate the local and national situation and will provide regular updates.

Students will be notified in advance concerning the status of their on-campus course offering.

We thank you for your understanding, and we invite you to visit our extensive catalog of Independent Study Courses as well as classroom courses available by virtual delivery.

Notice:

All revised E/L/K0146 HSEEP training material from the 2020 HSEEP doctrine updated is approved by EMI for release and use within the HSEEP community. The documents are uploaded to the EMI Instructor Materials Download Application (IMDA). All Regional Training Managers (RTMs) and State Training Officers (STOs) will be added to the Approved Instructor List (using their First Name, Last Name and Email Address) by COB April 2, 2021. All RTMs (FEMA staff) will use their PIV card for access and STOs (non FEMA staff) will use their Student Identification number (SID) to access the K/L0146 HSEEP course material (IG, POI, SM, Pretest, Posttest, Videos, PowerPoints, Activities Guide and Reference Material). You will receive an email with the link and instructions to access the IMDA.

If you are planning on delivering a K/L0146 course, you will need to identify your instructors and submit your request NLT six weeks prior to course delivery to the EMI HSEEP Course Manager steven.cardinal@fema.dhs.gov and cc fema-emi-iemb@fema.dhs.gov. The 2013 K/L0146 training material is still being used to deliver approved courses into 3rd quarter FY 2021, please monitor this webpage and NED HSEEP webpage: https://www.fema.gov/hseep for updates on sunsetting the 2013 K/L0146 training material.

Exercises are a key component of national preparedness they provide the whole community with the opportunity to shape planning, assess and validate capabilities, and address areas for improvement. HSEEP provides a set of guiding principles for exercise and evaluation programs, as well as a common approach to exercise program management, design and development, conduct, evaluation, and improvement planning.

Through the use of HSEEP, the whole community can develop, execute, and evaluate exercises that address the preparedness priorities. These priorities are informed by risk and capability assessments, findings, corrective actions from previous events, and external requirements. These priorities guide the overall direction of an exercise program and the design and development of individual exercises.

These priorities guide planners as they identify exercise objectives and align them to capabilities for evaluation during the exercise. Exercise evaluation assesses the ability to meet exercise objectives and capabilities by documenting strengths, areas for improvement, capability performance, and corrective actions in an After-Action Report/Improvement Plan (AAR/IP). Through improvement planning, organizations take the corrective actions needed to improve plans, build and sustain capabilities, and maintain readiness.

Homeland Security Exercise and Evaluation Program Doctrine

HSEEP Information Sheet

HSEEP Frequently Asked Questions

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Emergency Management Institute (EMI) - EMI Programs and ...

CourseSem. Cr. Hrs.First YearBIOL-101

General Education Elective: General BiologyI

This course serves as an introduction to cellular, molecular, and evolutionary biology. Topics will include: a study of the basic principles of modern cellular biology, including cell structure and function; the chemical basis and functions of life, including enzyme systems and gene expression; and the origin of life and evolutionary patterns of organism development on Earth. Lecture 3 (Fall, Summer).

General Education Elective: General BiologyII

This course serves as an introduction to animal and plant anatomy and physiology, in addition to the fundamentals of ecology. Topics will include: animal development; animal body systems; plant development; unique plant systems; Earth's terrestrial and aquatic environments; population and community ecology; animal behavior; and conservation biology. Lecture 3 (Spring, Summer).

General Education Elective: General Biology ILab

This course provides laboratory work to complement the lecture material of General Biology I. The experiments are designed to illustrate concepts of basic cellular and molecular biology, develop laboratory skills and techniques for microscopy, and improve ability to make, record and interpret observations. (Co-requisites: BIOL-101 or equivalent course.) Lab 3 (Fall, Summer).

General Education Elective: General Biology IILab

This course provides laboratory work to complement the material of General Biology II. The experiments are designed to illustrate concepts of animal and plant anatomy and physiology, develop laboratory skills and techniques for experimenting with live organisms, and improve ability to make, record, and interpret observations. (Co-requisites: BIOL-102 or equivalent course.) Lab 3 (Spring, Summer).

General Education Natural Science Inquiry Perspective: General & Analytical ChemistryI

This is a general chemistry course for students in the life and physical sciences. College chemistry is presented as a science based on empirical evidence that is placed into the context of conceptual, visual, and mathematical models. Students will learn the concepts, symbolism, and fundamental tools of chemistry necessary to carry on a discourse in the language of chemistry. Emphasis will be placed on the relationship between atomic structure, chemical bonds, and the transformation of these bonds through chemical reactions. The fundamentals of organic chemistry are introduced throughout the course to emphasize the connection between chemistry and the other sciences. Lecture 3, Recitation 1 (Fall, Spring, Summer).

General Education Scientific Principles Perspective: General & Analytical ChemistryII

The course covers the thermodynamics and kinetics of chemical reactions. The relationship between energy and entropy change as the driving force of chemical processes is emphasized through the study of aqueous solutions. Specifically, the course takes a quantitative look at: 1) solubility equilibrium, 2) acid-base equilibrium, 3) oxidation-reduction reactions and 4) chemical kinetics. (Prerequisites: CHMG-141 or CHMG-131 or equivalent course.) Lecture 3 (Fall, Spring, Summer).

General Education Natural Science Inquiry Perspective: General & Analytical Chemistry ILab

The course combines hands-on laboratory exercises with workshop-style problem sessions to complement the CHMG-141 lecture material. The course emphasizes laboratory techniques and data analysis skills. Topics include: gravimetric, volumetric, thermal, titration and spectrophotometric analyses, and the use of these techniques to analyze chemical reactions. (Corequisite: CHMG-141 or CHMG-131 or equivalent course.) Lab 3 (Fall, Spring, Summer).

General Education Scientific Principles Perspective: General & Analytical Chemistry IILab

The course combines hands-on laboratory exercises with workshop-style problem sessions to complement the CHMG-142 lecture material. The course emphasizes the use of experiments as a tool for chemical analysis and the reporting of results in formal lab reports. Topics include the quantitative analysis of a multicomponent mixture using complexation and double endpoint titration, pH measurement, buffers and pH indicators, the kinetic study of a redox reaction, and the electrochemical analysis of oxidation reduction reactions. (Prerequisites: CHMG-131 or CHMG-141 or equivalent course.Corequisites: CHMG-142 or equivalent course.) Lab 3 (Fall, Spring, Summer).

Seminar in Exercise Science

This course will provide first-year exercise science students with a strong foundation for a successful transition to university life. The course will introduce them to key personnel and resources essential for academic and personal achievement at RIT. Students will also develop a peer-based learning community with group projects centered on exercise science. (Prerequisites: This course is restricted to students in EXRSCI-BS.) Lecture 1 (Fall).

Introduction to Exercise Science

In this initial course of the Exercise Science undergraduate curriculum, students will be introduced to a broad array of topics within the field. Through an introductory review of body systems and physiological concepts students will gain an understanding and appreciation for the processes of response and adaptation which enhance and improve both health and fitness of people who exercise regularly. Career options will be reviewed and explored giving students an informed exposure to potential areas of future employment. (Prerequisites: BIOL-121 or equivalent course.) Lecture 3 (Spring).

General Education Mathematical Perspective A: Applied Calculus

This course is an introduction to the study of differential and integral calculus, including the study of functions and graphs, limits, continuity, the derivative, derivative formulas, applications of derivatives, the definite integral, the fundamental theorem of calculus, basic techniques of integral approximation, exponential and logarithmic functions, basic techniques of integration, an introduction to differential equations, and geometric series. Applications in business, management sciences, and life sciences will be included with an emphasis on manipulative skills. (Prerequisite: C- or better in MATH-101, MATH-111, MATH-131, NMTH-260, NMTH-272 or NMTH-275 or Math Placement Exam score greater than or equal to 45.) Lecture 4 (Fall, Spring).

Cell Structure & Function

This course will cover the foundations of cellular biology and will focus on the integration of cell structure and function as a platform for advanced work in courses such as molecular biology, endocrinology, pharmacology, histology, anatomy & physiology, neuroscience, microbiology, pathology and related areas of study. (Prerequisite: BIOL-101 or BIOL-121 or BIOL-123 or equivalent course and 1st or 2nd year student standing with a major in CHST.) Lecture 3 (Spring).

RIT 365: RIT Connections

RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. Lecture 1 (Fall, Spring).

General Education First-Year Writing (WI)

General Education Elective

Fitness Prescription

This course is designed to provide instruction to prepare students for certification as a Personal Trainer. It examines the role exercise plays in both the enhancement of health and fitness as well as the improvement of athletic performance. Students will develop a basic understanding of how the human body functions while physically active. Case studies are utilized to assist in the development of practical skills. (Prerequisites: (MEDG-101 and MEDG-103) or (MEDG-102 and MEDG-104) or BIOL-101 or BIOL-121 or (BIOL-123 and BIOL-125) or (BIOL-124 and BIOL-126) or equivalent courses.) Lecture 3 (Fall).

Human Motor Behavior

Human movement is complex and learning to move is an essential component of a lifetime of healthy activity. Exploring the nexus of learning and movement is the primary aim of this course. Using application-based activities students will develop the skills to recognize movement patterns, perform assessments, and correct inefficient movement. After successful completion students will be able to provide appropriate instruction leading to better movement mechanics, reduced risk of injury, and higher levels of athletic performance. (Prerequisites: MEDS-250 or equivalent courses.) Lec/Lab 3 (Spring).

General Education Elective: Human Anatomy and PhysiologyI

This course is an integrated approach to the structure and function of the nervous, endocrine, integumentary, muscular and skeletal systems. Laboratory exercises include histological examination, actual and simulated anatomical dissections, and physiology experiments with human subjects. (Pre-requisite: (BIOL-123 and BIOL-124 and BIOL-125 and BIOL-126) or (BIOL-123 and BIOL-124) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or MEDG-102 or equivalent course or NUTR-BS students.) Lab 3, Lecture 3 (Fall).

General Education Elective: Human Anatomy and PhysiologyII

This course is an integrated approach to the structure and function of the gastrointestinal, cardiovascular, immunological, respiratory, excretory, and reproductive systems with an emphasis on the maintenance of homeostasis. Laboratory exercises include histological examinations, anatomical dissections and physiological experiments using human subjects. (Pre-requisite: (BIOL-123 and BIOL-124 and BIOL-125 and BIOL-126) or (BIOL-123 and BIOL-124) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or MEDG-102 or equivalent course or NUTR-BS students.) Lab 3, Lecture 3 (Spring).

General Education Elective: College PhysicsI

This is an introductory course in algebra-based physics focusing on mechanicsand waves. Topics include kinematics, planar motion, Newtons laws,gravitation; rotational kinematics and dynamics; work and energy; momentumand impulse; conservation laws; simple harmonic motion; waves; datapresentation/analysis and error propagation. The course is taught using bothtraditional lectures and a workshop format that integrates material traditionallyfound in separate lecture, recitation, and laboratory settings. Lab 4, Lecture 2 (Fall, Spring, Summer).

General Education Elective: College PhysicsII

This course is an introduction to algebra-based physics focusing on thermodynamics, electricity and magnetism, optics, and elementary topics in modern physics. Topics include heat and temperature, laws of thermodynamics, fluids, electric and magnetic forces and fields, DC electrical circuits, electromagnetic induction, opyics, the concept of the photon, and the Bohr model of the atom. The course is taught using both traditional lectures and a workshop format that integrates material traditionally found in separate lecture, recitation, and laboratory settings. (Prerequisites: PHYS-111 or 1017-211 or equivalent course.) Lab 4, Lecture 2 (Fall, Spring).

General Education Mathematical Perspective B: Introduction to StatisticsI

This course introduces statistical methods of extracting meaning from data, and basic inferential statistics. Topics covered include data and data integrity, exploratory data analysis, data visualization, numeric summary measures, the normal distribution, sampling distributions, confidence intervals, and hypothesis testing. The emphasis of the course is on statistical thinking rather than computation. Statistical software is used. (Prerequisite: MATH-101 or MATH-111 or NMTH-260 or NMTH-272 or NMTH-275 or a math placement exam score of at least 35.) Lecture 3 (Fall, Spring, Summer).

General Education Artistic Perspective

General Education Ethical Perspective

General Education Global Perspective

Kinesiology

As a study of human movement this course will cover topics that begin with a review of the functional anatomy of the musculoskeletal system including both the upper and lower extremity as well as the spinal column and thorax. Factors of linear and rotary motion are reviewed along with postural analysis and movement elements associated with pushing, pulling and throwing objects. There is no separate Lab for this class and laboratory experiences will be incorporated into specifically designated lecture times. At the conclusion of this course students will have a functional capability to assess the intricacies of human movement. (Prerequisites: MEDS-250 or equivalent courses.) Lab 3, Lecture 3 (Fall).

Biomechanics

The study of mechanics as it pertains to living organisms is the basis of biomechanics. Principles of physics are applied to human motion with movements being analyzed for their relationship to statics and dynamics. Kinematics and kinetics are explored within the context of sports performance and functional human locomotion. (Prerequisite: EXSC-410 and PHYS-112 or equivalent courses.) Lab 3, Lecture 3 (Spring).

Exercise Physiology

Exercise Physiology is the scientific basis for the field of exercise science. This course provides students with an opportunity to deepen their understanding of the bodys responses and adaptations to exercise. Neuromuscular physiology is reviewed along with energy systems and mechanisms of fatigue. The cardiorespiratory system is examined with a focus on control and regulation during activity and there is a look at the physiological components of exercise training. Environmental factors that impact sport activities as well as training techniques which optimize performance will be reviewed. The differences in performance and adaptation that exist between children, adolescents, and adults as well as between males and females will be compared and contrasted. Exercises influence on long term health and fitness will conclude the course. Laboratory experiences will allow students to integrate and apply the concepts of exercise physiology through investigative experiments. (Prerequisites: (MEDS-250 and MEDS-251) or (1026-350 and 1026-360) or equivalent courses.) Lab 3, Lecture 3 (Fall).

Exercise Science Research (WI-PR)

Gathering and analyzing data in order to establish the need and effectiveness of athletic training interventions is the focus of this course. Students will learn sport specific protocols and become familiar with analytical software as well as develop proficiency in the application of data in the design and implementation of training programs. (Prerequisites: EXSC-550 or equivalent course.) Lecture 3 (Spring).

Professional Electives

General Education Social Perspective

General Education Immersion 1

Group Exercise

Group exercise has progressed to include a wide variety of activities, equipment and environments. This course explores both the dynamics of group participation as well as techniques of instruction across a number of modalities including; hi/low impact, step training, kickboxing, sport conditioning, stationary indoor cycling, water exercise, yoga, and Pilates. Students will not only learn theory but will also design and teach classes to one another. Graduates of the class will be prepared to achieve certification in many of the modalities included in the course. (Prerequisites: (MEDG-101 and MEDG-103) or (MEDG-102 and MEDG-104) or BIOL-101 or BIOL-121 or (1026-211 and 1026-231) or (1026-212 and 1026-232) or (1026-213 and 1026-233) or 1001-201 or 1001-251 or equivalent course(s).) Lab 1.5, Lecture 1.5 (Fall).

Coaching Healthy Behavior

This course will teach students to encourage those with long standing lifestyle habits that contribute to their chronic illness to change is a very challenging proposition. It addresses this problem by incorporating psychological, sociological and counseling principles, along with coaching skills, into an intervention technique that emphasizes the positive and leads people to choose and adhere to a wellness lifestyle. Students will review case studies and meet with professionals in the field. (Prerequisites: (MEDG-101 and MEDG-103) or (MEDG-102 and MEDG-104) or BIOL-101 or BIOL-121 or (BIOL-123 and BIOL-125) or (BIOL-124 and BIOL-126) or equivalent courses.) Lecture 3 (Spring).

Open Electives

Professional Elective

General Education Immersion 2, 3

121

Link:
Exercise Science BS | RIT

TEXARKANA -- The transformation of a derelict former Boys and Girls Club into a modern, multipurpose recreation center is only weeks from completion.

The Texarkana Recreation Center on Legion Drive lacks only installation of a gymnasium floor, kitchen equipment and electronics such as televisions and computers before residents can begin using it, said city Parks Department's Adam Dalby during a recent tour.

The result will be a hub of community activity not only for children who need a place to play, but also for anyone who needs computer and internet access, a meeting, event or classroom space, or an opportunity to volunteer.

The city is taking bids for industrial kitchen equipment for the center and should award a contract within two to three weeks. Installation of a gymnasium floor, made of compressed plastic like those in many elementary schools, should begin in the meantime. The kitchen and gym are connected by a concession stand.

An activity room will feature pool and foosball tables, TVs and a seating area. A computer lab with free Wi-Fi access will be available to everyone.

A meeting room will have plenty of seating and electronics that users may need such as telephones and largescreen TVs for videos and presentations.

Restrooms have been completely renovated, and on Wednesday workers were busy polishing all-new flooring throughout the building.

It is suitable for everything from exercise classes, to sports and summer camps, to family reunions and more, and early plans include a Breakfast with Santa event in December, Dalby said.

The center will also house the Parks Department's offices, and Dalby has plans to install a Hall of Fame featuring autographed photos of athletes who were involved in the old Boys and Girls Club and went on to success.

Outside, spruced up ball fields will accommodate baseball, softball, soccer and football games. A walking trail will provide another place for residents to get some exercise.

The Parks Department will be hiring some part time staff for the center, and organizations and volunteers are needed to facilitate afterschool and other programs. Eventually, school buses will stop at the center to drop off students who need a place to go after the last bell rings.

The price tag of more than $1.18 million was paid for through a low-cost loan secured by the U.S. Department of Housing and Urban Development as well as federal Community Development Block Grants and Parks allocations.

A safe, healthy place where the city's youth can congregate has continuously been on the wish list of many residents, Dalby said.

"Now we've got that place," he said, "and hopefully we can keep it open a long time."

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Rec center renovation in Texarkana nearly completed - Arkansas Online

I was afforded the great opportunity to attend a residential rehabilitation program for multiple sclerosis (MS) recently. It was a weeklong (five days, four nights) pilot attempt to create a template for recurring treatment in an area underserved to date.

Physiotherapy, occupational therapy, hydrotherapy, dietary and nutrition, psychosocial, and neurology disciplines all came together to create the program, which was run for two consecutive series.

I took part in the second.

RELATED: Pilot MS Rehab Program Comes Just in Time

Though I was asked as a patient expert to attend partly to evaluate the program and offer suggestions, I also went in looking for as much benefit as I could take. That meant that I had to set aside the expert modifier and simply surrender to becoming a patient.

It wasnt an easy molting at first, but it was one I found rewarding and a little bit telling, if Im to be completely honest. That I had to work at letting go informed me of how tightly Ive been holding on to the things I can control in this life of mine with MS.

As Ive written in the past, it is of great importance that we each learn to advocate for ourselves in medical (and life) situations.

In this situation, advocating for myself involved less putting up a fight than letting down my guard.

I allowed myself to expose the weakness I constantly fight or hide so that I am not seen as less-than by the world as a whole.

By being a man with a debilitating disease and admitting to my current limitations, I allowed both the therapists and me to see where I really stand in my progression and to find interventions that could help.

I suppose that Ive been hiding (covering up, avoiding, working around) my physical disability for so long that I believed my own lies. By actively letting go of the heavy cloak of deception, I was able to direct the significant energy Id been expending on avoidance toward improvement.

The very act of clearing a week from my busy schedule and making plans for five days in hospital was like an act of contrition for vainglory.

During those five days I listened to my body and gave it what it needed. If I was tired (and there were plenty of reasons to be tired; this was an intensive program), I rested. If something needed stretching, I stretched it. If doing something caused me pain, I avoided it rather than powering through. I listened, I learned, and I was present and gentle in my judgments of myself.

RELATED: Self-Care: The Key to Wellness When Living With MS

There will be plenty to share relating to the exercise programs, stretching regimes, routines to help with proprioception, and strength. Before I could get to any of the parts of the week that would help me to be stronger, I had to admit my weaknesses to myself, that is. The professionals around me could see them coming up the corridor no matter how I tried to hide them.

The lady doth protest too much, methinks, Queen Gertrude says in Prince Hamlets play within the play by Shakespeare.

I was the insincere, overacting character in my own staging of a Life With MS. I was also the audience whom I was trying to convince that things were better than they really are.

Like a weary and wary boxer fighting a relentless opponent, I found a stool in my corner where I could recuperate. There were helpful words and soothing salves to prepare me for the rounds ahead.

Ive ignored the bell allowing me to rest for far too long. Ill not fight those who are trying to help me again. The punches are better aimed at MS.

Wishing you and your family the best of health.

Cheers,

Trevis

My book,Chef Interrupted, is available onAmazon.Follow me on theLife With MS Facebook pageand onTwitter, and read more onLife With Multiple Sclerosis.

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How Letting My Weaknesses Show Helped in Rehab - Everyday Health

Access may be limited to parts of Blackwell Forest Preserve in Warrenville on Saturday, Oct. 30 from 8 a.m. to 5 p.m. as area police, fire and emergency responders conduct a search-and-rescue training exercise at the preserve.

The exercise will allow rescuers to practice how to respond if a tornado touches down near the forest preserve while visitors are staying at the Blackwell family campground. It will help agencies better prepare for a large-scale emergency response and determine how they can best work together for a safe and successful operation.

Blackwell visitors should stay away from the exercise area. Signs will be posted at the preserve with more information on training day.

DuPage Forest Preserve Police will work with Warrenville Fire, Mutual Aid Box Alarm System, Milton Township Community Emergency Response Team, DuPage County Sheriff's police, Superior Ambulance Service, the American Red Cross, and various Forest Preserve District departments.

The Forest Preserve District of DuPage County has been connecting people to nature for more than 100 years. More than 6.2 million people visit its 60 forest preserves, 166 miles of trails, six education centers and scores of programs each year. For information, call (630) 933-7200 or visit dupageforest.org, where you can also link to the district's e-newsletter, blog, Facebook, Twitter and Instagram pages.

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Area police and fire agencies to conduct training exercise at Blackwell Oct. 30 - Chicago Daily Herald

Robyn Williams: Now for our final young star we have an ABC Top Five, linking a treatment for near blindness with exercise. He's introduced by our own Natasha Mitchell

Natasha Mitchell: Our next Top Five scholar is doing work that will change millions upon millions of people's lives, and it's also a reminder that getting up and walking, even running away from our desks, has countless benefits. Dr Joshua Chu-Tan is a post-doc fellow and associate lecturer at the John Curtin School of Medical Research at the Australian National University Medical School. Since his PhD in 2019, Joshua has continued his research looking for novel therapies to treat the leading cause of blindness in the developed world; age-related macular degeneration.

Joshua Chu-Tan: A bit of background about me, I was born in Texas, I was raised in New Zealand, and then I came here for uni. My mum is from Taiwan, my dad is from the Philippines, and his mum is from Spain.

I was always interestedI did a medical science degree and was at a bit of a crossroads whether I should do research or whether I should do medicine. I did my honours year just because I was, like, you know what, I'll give it a shot, I'll give research a shot, see what it's like, and I just fell in love with it. I really enjoyed being at the forefront of human knowledge, being able to find something and knowing that you are only a handful of people that knows that bit of data in the world. It was a very cool feeling. I want to combine my passion outside of work with my work, and my passion outside of work is sport, is exercise, I love it.

So we work on the retina. It's the thin tissue that lies at the back of our eye, and I like to say that it's responsible for all of our sight. That might be biased but scientifically it's also true because the light that enters into our eye, it hits the retina, the retina converts it into an electrical signal, sends it to the brain and eventually forms images that we see every single day.

We work on a specific disease called age-related macular degeneration, it is the leading cause of blindness in the developed world. One in seven Australians over the age of 50 will get it at some point in their lives, it costs the economy up to $5 billion per year, and there is no cure or therapy for the most common form, the form that accounts for 90% of patients with AMD.

It's similar to every other neurodegenerative diseaseI'm talking about Alzheimer's, Parkinson's, Huntington's diseasein that they are incredibly complex, they are incredibly multifactorial. So a multi-targeted approach, researchers know now, is really what is needed, and that's why I started to look at exercise because, as you've probably heard your entire lives, exercise is awesome, it's great. We all know how good it is for us. But just why is it so good for us, and how can something that affects our muscles actually affect our brain and, we are starting to find out, our retina? We found it's actually really similar to the endocrine system. So your muscles can actually release signals when they exercise, and these signals reach everywhere in the body. I'm talking about the brain, I'm talking about the retina.

So in essence our body has this natural built-in therapy from exercise because it's creating all these molecules and sending it to our brain, sending it to our eyes, they are seeing all these benefits, why can't we harness that? Why can't we find out what's in it with its natural carry molecule and use that as a therapy? Given that neurodegenerative diseases are all age-related, it's very likely that exercise at the intensity needed to provide a benefit to the brain and eye may not be physically sustainable long-term.

Our ultimate goal is that we want to prescribe the molecular message of exercise to those who may physically not be able to. Thank you.

Robyn Williams: Dr Josh Chu-Tan from the Australian National University, John Curtin School. We were discussing why we evolved with such good eyesight maintained by exercise, and you can hear the connection implied in the program Sporty on RN, Amanda Smith reported how we hunted for a couple of hundred thousand years by outrunning or even walking while hunting fast animals. Even speedy quarry got worn out. So, just imagine, you needed good eyesight to cover all that rough terrain for hours. Josh's research really looks promising.

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How exercise may improve your sight - The Science Show - ABC Radio National - ABC News

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